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Melanie H. Bachmeyer-Lee Caitlin A. Kirkwood Connor M. Sheehan Amanda L. Gibson Natalie J. Shuler Jessica A. Keane 《Journal of applied behavior analysis》2020,53(3):1622-1637
Researchers have used multicomponent behavioral skills training packages including written and verbal instructions, modeling, rehearsal, and feedback when teaching caregivers to implement pediatric feeding treatment protocols (e.g., Anderson & McMillan, 2001; Seiverling et al., 2012). Some investigators have shown that fewer behavioral skills training components may be necessary for effective training (e.g., Mueller et al., 2003; Pangborn et al., 2013). We examined the use of in-vivo feedback following written instructions to train caregivers to implement pediatric feeding treatment protocols using a multiple baseline design across 3 caregiver dyads. Correct implementation of the feeding treatment procedures was low during baseline (written instructions only), increased with only the addition of in-vivo feedback, and remained high during follow-up sessions for all caregivers. Results are discussed in terms of clinical implications and caregiver satisfaction. 相似文献
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Julia L. Ferguson Maddison J. Majeski John McEachin Ronald Leaf Joseph H. Cihon Justin B. Leaf 《Journal of applied behavior analysis》2020,53(4):1876-1888
Telehealth research in the field of applied behavior analysis (ABA) has focused on the training and supervision of others to implement various behavior analytic procedures. Current guidelines for practicing telehealth suggest that direct telehealth services may be appropriate for some individuals diagnosed with autism spectrum disorder, but more research is needed. This study evaluated the effects of discrete trial teaching with instructive feedback in a dyad arrangement delivered directly via telehealth to teach tact relations to 6 children diagnosed with autism spectrum disorder. All participants and the experimenter were located in different physical locations. All participants learned their primary and secondary targets, and 5 of the participants acquired the observational primary and secondary targets without direct teaching. Areas of future research and clinical implications are discussed in the context of telehealth service delivery. 相似文献
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According to the cue–belief model, we assess confidence in our memories using self-credibility cues that reflect beliefs about our memory faculties. We tested the influence of meta-memory feedback on self-credibility cues in the context of eyewitness testimony, when feedback was provided prior to “testifying” via a memory questionnaire (Experiment 1) and after an initial memory questionnaire but before participants had to retake it (Experiment 2). Participants received feedback (good score, bad score, or none) on a fictitious scale purported to predict eyewitness memory ability. Those given good score feedback before testifying were more confident (but no more accurate) than those given bad score feedback. Feedback also affected confidence (good increased and bad decreased) and accuracy (good increased) after testifying but only on leading questions. These differential effects of meta-memory feedback on confidence for normal and leading questions are not explained by the cue–belief model. Implications for our confidence judgments are discussed. 相似文献
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An over-proportionally large number of car crashes is caused by novice drivers. In a field experiment, we investigated whether and how car drivers who had recently obtained their driving license reacted to app-based feedback on their safety-relevant driving behavior (speeding, phone usage, cornering, acceleration and braking). Participants went through a pre-measurement phase during which they did not receive app-based feedback but driving behavior was recorded, a treatment phase during which they received app-based feedback, and a post-measurement phase during which they did not receive app-based feedback but driving behavior was recorded. Before the start of the treatment phase, we randomly assigned participants to two possible treatment groups. In addition to receiving app-based feedback, the participants of one group received monetary incentives to improve their safety-relevant driving behavior, while the participants of the other group did not. At the beginning and at the end of experiment, each participant had to fill out a questionnaire to elicit socio-economic and attitudinal information.We conducted regression analyses to identify socio-economic, attitudinal, and driving-behavior-related variables that explain safety-relevant driving behavior during the pre-measurement phase and the self-chosen intensity of app usage during the treatment phase. For the main objective of our study, we applied regression analyses to identify those variables that explain the potential effect of providing app-based feedback during the treatment phase on safety-relevant driving behavior. Last, we applied statistical tests of differences to identify self-selection and attrition biases in our field experiment.For a sample of 130 novice Austrian drivers, we found moderate improvements in safety-relevant driving skills due to app-based feedback. The improvements were more pronounced under the treatment with monetary incentives, and for participants choosing higher feedback intensities. Moreover, drivers who drove relatively safer before receiving app-based feedback used the app more intensely and, ceteris paribus, higher app use intensity led to improvements in safety-related driving skills. Last, we provide empirical evidence for both self-selection and attrition biases. 相似文献
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Burgos JE 《Journal of the experimental analysis of behavior》2007,88(1):115-130
This article presents an interpretation of autoshaping, and positive and negative automaintenance, based on a neural-network model. The model makes no distinction between operant and respondent learning mechanisms, and takes into account knowledge of hippocampal and dopaminergic systems. Four simulations were run, each one using an A-B-A design and four instances of feedfoward architectures. In A, networks received a positive contingency between inputs that simulated a conditioned stimulus (CS) and an input that simulated an unconditioned stimulus (US). Responding was simulated as an output activation that was neither elicited by nor required for the US. B was an omission-training procedure. Response directedness was defined as sensory feedback from responding, simulated as a dependence of other inputs on responding. In Simulation 1, the phenomena were simulated with a fully connected architecture and maximally intense response feedback. The other simulations used a partially connected architecture without competition between CS and response feedback. In Simulation 2, a maximally intense feedback resulted in substantial autoshaping and automaintenance. In Simulation 3, eliminating response feedback interfered substantially with autoshaping and automaintenance. In Simulation 4, intermediate autoshaping and automaintenance resulted from an intermediate response feedback. Implications for the operant-respondent distinction and the behavior-neuroscience relation are discussed. 相似文献
28.
不同认知方式与标记利用意向对文章标记效应的影响 总被引:7,自引:1,他引:7
本文探讨读者不同认知方式与标记利用意向对文章标记效应影响的实验。实验以初中二年级学生为被试。结果表明 ,文章标记利用的意向对场独立和场依存被试文章信息的保持都有显著的促进作用 ;文章宏观标记与读者的认知方式有显著的交互作用 ,在有文章宏观标记条件下 ,场独立被试与场依存被试之间无显著差异 ,在无宏观标记条件下 ,场独立被试显著优于场依存被试 相似文献
29.
The study investigated the relationship between employees’ experience of performance management and work engagement. Participants were a convenience sample of employed adults (N=202; females=59%, middle management?=?48%, White?=?54%, tenure more than 9 years?=?48%) in an organisation in the vehicle and asset-based finance industry. They completed the Performance Management Questionnaire (PMQ) and Utrecht Work Engagement Scale (UWES). Multiple regression analysis was used to determine the proportion of variance of work engagement that is explained by employees’ experience of performance management. Results revealed that only empowerment significantly predicted work engagement. These findings suggest that when employees experience performance management as empowering, they are also likely to have higher levels of work engagement. 相似文献
30.
When Fluency Signals Truth: Prior Successful Reliance on Fluency Moderates the Impact of Fluency on Truth Judgments 下载免费PDF全文
Repeated statements are more frequently judged to be true. One position relates this so‐called “truth effect” to metacognitive experiences of fluency, suggesting that repeated statements are more frequently judged to be true because they are processed more fluently. Although most prior research focused on why repetition influences truth judgments, considerably less is known about when fluency is used as information. The present research addresses this question and investigates whether reliance on fluency is moderated by learning experiences. Specifically, we focus on changes in the reliance on fluency over the course of time. A series of experiments reveals that fluency is more likely to be used in truth judgments when previous reliance on fluency has resulted in valid judgments, compared with when previous reliance on fluency was misleading. These findings suggest that reliance on fluency in judgments is a finely tuned process that takes prior experiences with fluency‐based judgments into account. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献